Description
The Second Great Awakening, Transcendentalism, Utopian Societies, and the Hudson River Artists! Oh My – These topics are often difficult for students to grasp, so engage your students with a Picture Prediction Activity, Word Wall Terms, Content Readings with embedded activities, primary source quotes, beautiful paintings, and an exit ticket.
With this resource, you will receive:
–Directions for the activity,
–Word Wall terms (Utopia, communal living, revival, transcendentalism),
-A Picture Prediction activity where students match images to sentences from the reading,
-5 pages of informational text on The Second Great Awakening, Transcendentalism, Utopian Societies, and The Hudson River Artists,
-2 pages of quotes from Henry David Thoreau and Ralph Waldo Emerson,
-Artwork from the Hudson River Artists to examine, and
-An exit ticket.
8th US History Social Studies TEKS
(20) Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to: (B) analyze reasons for and the impact of selected examples of civil disobedience in U.S. history such as the Boston Tea Party and Henry David Thoreau’s refusal to pay a tax.
(23) Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. The student is expected to:
(D) analyze the contributions of people of various racial, ethnic, and religious groups to our national identity; and
(24) Culture. The student understands the major reform movements of the 19th century. The student is expected to:
(A) describe and evaluate the historical development of the abolitionist movement; and
(B) evaluate the impact of reform movements, including educational reform, temperance, the women’s rights movement, prison reform, the labor reform movement, and care of the disabled.
(25) Culture. The student understands the impact of religion on the American way of life. The student is expected to:
(B) describe religious influences on social movements, including the impact of the first and second Great Awakenings; and
(29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:
(A) differentiate between, locate, and use valid primary and secondary sources such as media and news services, biographies, interviews, and artifacts to acquire information about the United States;
(B) analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
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© Social Studies Success® This purchase is for you and your classroom. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote. Do not share this document with Amazon Inspire.
Please review all product descriptions and previews. If you have a question, contact me before you purchase at SocialStudiesSuccess1@gmail.com. As this is a digital product, all sales are final.
❤️ Dawn
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